ABSTRACT
This chapter explores some of the implications of the developments both in terms of the emerging research evidence and how it is being used. It focuses particularly on assessment for learning with regard to students rather than institutions since this is the area in which, so far, the most radical developments have been taking place. Longstanding work by psychologists in the field of learning has started to inform and be linked to more pragmatically driven work by educationists trying out particular techniques in the classroom. Such work has begun to offer some powerful insights into radically new ways of using assessment for learning rather than of learning. By contrast, formative assessment has to be planned as an integral part of teaching and is orientated to supporting progression in learning. It may be either criterion-referenced or student-referenced and its purpose is to lead to action that will support further learning and attainment.
